Teaching Math to Students Who Just “Don’t Get It”
Many students can grasp addition and subtraction problems using math manipulatives. But take away the concrete objects and their understanding seems to disappear. Manipulatives are a very helpful visual representation, but math students of all ages need to learn to visualize what numbers mean as well. Mathematics is cognitive processing, or thinking, that requires…
Jamaican students with special learning needs get an extra boost this summer!
Teacher helps students connect imagery and language with the Visualizing and Verbalizing Program. A group of dedicated teachers in Jamaica is taking a deep dive into language and literacy instruction this summer. They are building on what they learned at introductory teacher workshops for developing reading and comprehension this past spring. At an…
[In the News]Cañon City School District: One year into the project and students are showing gains in every area
(Photo: Sara Knuth / Daily Record) Cañon City School District is using a Colorado Department of Education grant to change outcomes for their struggling readers. The Cañon City Daily Record has been following the progress of teachers and students alike and has exciting news to report after the first year of the project. Go to story….
Making a Difference for Students in Jamaica | Lindamood-Bell for Schools
This month, teachers in Jamaica were introduced to Lindamood-Bell’s Visualizing and Verbalizing (V/V) and Seeing Stars programs. This professional development opportunity was facilitated by the Sandals Foundation (‘the Sandals Foundation’) and funded by the CHASE (Culture, Health, Arts, Sports, and Education) Fund in an effort to increase literacy and math competency for Jamaican students with…
Find Out About Workshops!
Learn how Lindamood-Bell’s research-validated programs are used in the classroom to help students close the literacy gap. During the webinar, we’ll discuss why some students struggle with reading and what teachers can do to identify the cause of those struggles. Lindamood-Bell® programs are endorsed by the Council of Administrators of Special Education.
Response to Intervention: Fresh Solutions for Your Biggest Challenges
Response to Intervention (RtI) has been difficult for many school systems to implement effectively. In an ideal tiered system, general education classroom teachers present core curriculum through differentiated instruction. Reliable universal screening tools help identify students needing targeted intervention in Tier 2. Progress monitoring tools help keep Tier 2 instruction on track for success. Depending…
The Imagery-Language Connection for Vocabulary Skills
Today’s standards-based English Language Arts curricula have put a new spotlight on reading comprehension and vocabulary. To function in the classroom and do well on assessments, students are expected to have strong “everyday” language skills in addition to acquiring academic words—this is key for college and career readiness. At the same time, US schools are…
[In the News]Cañon City School District: More students measuring up in reading
(Photo: Sara Knuth / Daily Record) Cañon City School District is using a Colorado Department of Education grant to change outcomes for their struggling readers. The Cañon City Daily Record has been following the progress of teachers and students alike and has exciting news to report. Go to story. Lindamood-Bell can be a key factor in making…
Literacy Solutions for English Learners
Teachers of English Learners face a unique challenge—to quickly develop language and literacy skills in a differentiated manner. To address the needs of English Learners, teachers can add instruction that develops the imagery-language connection. English Learners can acquire the skills and knowledge they need, more quickly. By addressing the skills that underlie reading and…
RtI Solutions: Visualizing and Verbalizing in Tier 2
Response to Intervention (RtI) always seems simple: in Tier 1, classroom teachers present core curriculum through differentiated instruction. Students who are not making adequate progress receive more targeted help a few times a week. Intervention effectiveness is checked out through progress monitoring and students either move on from needing the extra help, or their needs…
